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What is academic development? Contributing a frontier-extending conceptual analysis to the field’s epistemic development 什么是学术发展?为该领域的认识论发展贡献了一种前沿的概念分析
IF 2 3区 教育学 Q1 Social Sciences Pub Date : 2023-08-07 DOI: 10.1080/03054985.2023.2236932
Linda Evans
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引用次数: 0
Anxiety and performance during tests: the roles of coping and updating 考试中的焦虑和表现:应对和更新的作用
IF 2 3区 教育学 Q1 Social Sciences Pub Date : 2023-07-31 DOI: 10.1080/03054985.2023.2233901
Luis Rojas-Torres, Luis A. Furlan, V. Smith-Castro, Guaner Rojas-Rojas
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引用次数: 0
The cumulative impact of socioeconomic disadvantage on educational attainment during austerity: a comparative cross-cohort approach 紧缩时期社会经济劣势对受教育程度的累积影响:一种比较跨队列方法
IF 2 3区 教育学 Q1 Social Sciences Pub Date : 2023-07-21 DOI: 10.1080/03054985.2023.2234287
Neil Kaye
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引用次数: 0
‘Teachers are just the ones who learned Dao before students’: exploring influences of culture on pedagogical partnership in Chinese universities “师者先学道”——论文化对高校教学合作的影响
IF 2 3区 教育学 Q1 Social Sciences Pub Date : 2023-07-21 DOI: 10.1080/03054985.2023.2236933
Yifei Liang, K. Matthews
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引用次数: 0
Young people’s literacy, numeracy achievements, and the school-to-work transition: a longitudinal study of regional variation 年轻人的识字、算术成绩和从学校到工作的转变:地区差异的纵向研究
IF 2 3区 教育学 Q1 Social Sciences Pub Date : 2023-07-21 DOI: 10.1080/03054985.2023.2230890
E. Ripamonti
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引用次数: 0
Leadership for ethical conduct of Senior Secondary School Certificate Examination (SSCE) in Nigeria and the challenge of ‘Miracle Examination Centres’ 领导尼日利亚高中毕业证书考试(SSCE)的道德行为和“奇迹考试中心”的挑战
IF 2 3区 教育学 Q1 Social Sciences Pub Date : 2023-07-12 DOI: 10.1080/03054985.2023.2229548
Prince Agwu, C. Orjiakor, A. Odii, Chinyere E. Onalu, C. Nzeadibe, Pallavi Roy, O. Onwujekwe, U. Okoye
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引用次数: 0
‘Go to Oxbridge, get an education, start a career. Do all the right things’: the ‘low value’ arts degree and the neoliberal university 去牛津剑桥大学,接受教育,开始职业生涯。做所有正确的事”:“低价值”艺术学位和新自由主义大学
IF 2 3区 教育学 Q1 Social Sciences Pub Date : 2023-07-12 DOI: 10.1080/03054985.2023.2229550
Orlaith Darling, Áine Mahon
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引用次数: 0
Financial sustainability in a marketised and partially autonomous environment: the case of small new public universities in England 市场化和部分自治环境下的财务可持续性:英国小型新公立大学的案例
IF 2 3区 教育学 Q1 Social Sciences Pub Date : 2023-07-12 DOI: 10.1080/03054985.2023.2229246
R. Hickey
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引用次数: 0
Indigenous heritage as an educational resource in primary education 原住民遗产作为小学教育的教育资源
IF 2 3区 教育学 Q1 Social Sciences Pub Date : 2023-07-04 DOI: 10.1080/03054985.2023.2218608
A. D. L. Rosa, Patricio Sebastián, Henríquez Ritchie, Tania Elizabet Zavala Martínez
ABSTRACT This paper is the result of an inter-university educational innovation project developed between the University of La Laguna (Spain) and the Autonomous University of Baja California (Mexico). Students from both institutions, studying at the equivalent level to become future primary education teachers, analysed the way in which primary school textbooks approach the topic of heritage in the Canary Islands and in Mexico. Flipped classrooms and project-based learning were the main teaching methodologies, culminating in a final assignment: a written report by students. The results enable us to re-evaluate the knowledge transmitted through textbooks in the light of this history, and their facilitation in teaching and learning processes, with attention to their epistemological biases. Several topics were highlighted as core concerns in the use of textbooks for teaching heritage: the need to question the role of the textbook in the teaching process, and the importance of Indigenous heritage when teaching and holistic concept of heritage. In outlining the inter-university teaching project, the article also shows how the analysis of textbooks in both contexts, and their subsequent comparison, has made possible a reformulation of how students of education in the Canary Islands and Mexico are taught to teach history.
摘要本文是西班牙拉古纳大学和墨西哥下加利福尼亚自治大学开展的跨大学教育创新项目的成果。这两所学校的学生都在同等水平上学习,以成为未来的小学教育教师,他们分析了加那利群岛和墨西哥小学教科书处理遗产主题的方式。翻转教室和基于项目的学习是主要的教学方法,最终形成了一项期末作业:学生的书面报告。研究结果使我们能够根据这段历史,以及它们在教学和学习过程中的促进作用,重新评估通过教科书传播的知识,并注意它们的认识论偏见。一些主题被强调为使用教科书教授遗产的核心问题:有必要质疑教科书在教学过程中的作用,以及土著遗产在教学中的重要性和遗产的整体概念。在概述大学间教学项目时,文章还展示了对这两种情况下的教科书的分析及其随后的比较,如何重新制定加那利群岛和墨西哥的教育学生如何教授历史。
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引用次数: 1
The power of stories: oral storytelling, schooling and onto-epistemologies in rural Malawi 故事的力量:马拉维农村的口述故事、学校教育和认知论
IF 2 3区 教育学 Q1 Social Sciences Pub Date : 2023-07-04 DOI: 10.1080/03054985.2023.2218609
T. Cochrane
ABSTRACT In this paper, Indigenous and local understandings of the role of storytelling for children (nthanu) are contrasted with the didactic understandings of children’s stories that permeate the formal education frameworks of Malawi; frameworks which are deeply entangled in a colonial and (post)colonial history. For Chitonga speakers, the majority of whom live in rural communities along the northern lakeshore of Malawi, nthanu form a crucial part of what might be considered ‘education’ – as core components in the construction of the social-self, these oral stories play a critical role in the onto-epistemological formation of the young person. This storytelling is seen as marginalised by formal school systems. Through thick ethnographic material, the paper shows how people who are part of the ethno-linguistic group of the Tonga understand the role of story-telling for children as creating ontological notions of what it means to be human, to live in this world, and the sociality of being human that is seen as necessary for living a good life. In an examination of villagers’ fears about the disappearance of their stories, the paper locates the tensions between the literacy-oriented use of stories in formal schooling and the socio-ontological importance ascribed to stories in local learning modalities.
摘要在本文中,土著和地方对儿童讲故事作用的理解(nthanu)与马拉维正规教育框架中对儿童故事的说教理解进行了对比;深深纠缠在殖民地和(后)殖民历史中的框架。对于大多数居住在马拉维北部湖岸农村社区的讲奇通加语的人来说,nthanu构成了可以被视为“教育”的重要组成部分——作为构建社会自我的核心组成部分,这些口头故事在年轻人的认识论形成中发挥着关键作用。这种讲故事的方式被正规学校系统视为边缘化。通过厚厚的民族志材料,本文展示了汤加民族语言群体的成员如何理解儿童讲故事的作用,即创造作为人、生活在这个世界上意味着什么的本体论概念,以及被视为过上美好生活所必需的人的社会性。在考察村民对故事消失的恐惧时,本文发现了在正规学校中以识字为导向的故事使用与故事在当地学习模式中的社会本体论重要性之间的紧张关系。
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引用次数: 2
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Oxford Review of Education
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